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Communication Policy Audience: Staff/Governors/Parents Status: Recommended Date of Issue: September 2015 Date of Governor Approval: Frequency of Review: Annually Post Holder responsible for Review: Link with Governance: Curriculum & Learning Committee Recommended associated documents:
Introduction
“Every teacher is a teacher of English because every teacher is a teacher in English.” (Sampson 1922)
Rationale
“In an ever changing world of education, a constant is the need for improving student literacy. Despite this there is a danger that following high profile attempts to address literacy, it is easy to suppose we can tick a ‘done that’ box and assume literacy has improved.” (Barton, 2014)
At Kingsmead School we prefer to discuss communication skills rather than literacy. This is a term students, parents and staff a-like can relate to.
Communication skills more aptly describe what underpin the learning process. It is vital that students are explicitly taught these skills and allowed to perfect communication techniques. Communication is essentially a process where meaning is assigned or conveyed in an attempt to create shared understanding.
At Kingsmead we refer to the three key strands of communication: reading, writing and speaking and listening. Within our aims we wish to make students more aware of communication techniques and challenge students to improve their skills. It is widely recognised that, “being literate increases the opportunities for the individual in all aspects of life.” (Education Scotland: Literacy across learning, 2009) As stressed by Sue Hackman, we wish to “cultivate skills of marshalling information into answers…<and practice> the use of more sophisticated sentences to express more complex meanings.” (Hackman, 2014)
It is clear from the most recent exams that it was students’ literacy skills that prevented them from achieving success, rather than a lack of subject knowledge. If everyone in the school helps address this by making communication a focus in each lesson, the skills will cumulatively build up. This would consequently feed back and benefit all subjects as communication is the universal skill.
Kingsmead’s drive to improve communication is resolute. As put by Hackman, “You need more than a few spelling tests and a word wall.” This communication policy highlights and addresses the need for an agreed, comprehensive approach to be consistently followed in all areas of the school.
Aims
The intention of this policy is to meet the following broad aims:
Ø Communication skills are taught and assessed consistently to a set, agreed approach in all lessons.
Ø Develop communication skills across the school in lessons. Ø Create consistency in the delivery and assessment of the three strands of communication. Ø Share strategies to promote improvement in communication. Ø Skills should be taught and assessed alongside the content in the scheme of work. Ø To have common language regarding communication that allows students to make connections
between subjects more easily. Ø Staff feel, through training, confident in ‘teaching’ communication skills. This involves a varied
approach depending on the needs of different staff.
The 9 communication requirements - the Kingsmead standard
To meet the aims outlined, 9 communication requirements have been decided upon. These are explained below and make up the Kingsmead standard for communication. To help remember all 9 communication requirements, the phrase ‘we love words,’ can be spelt out using the key words. These are shown as the scrabble plates on the one page summary provided in the resources at the back of the policy.
1. Schemes for work1 highlight a communication strand focus for a range of activities. All 3 strands2 are included within a unit. A piece of work every 6 lessons has an explicit communication skills focus.
This ensures the consistency of delivery within curriculum areas. It is vital that all 3 strands2 are met, even in subjects where literacy has not previously been widely explored. The signposting of particular activities means they can be pitched in a way that allows them to be assessed using the communication assessment grid3. In terms of quality assurance a ‘unit’ refers to a discrete section of the syllabus. Depending on the subject, a unit would take between half a term and a whole term to complete.
A wide range of activities includes using the Chroma-key room4 where students are able to practise speaking and listening with editing capability. Following its introduction, many students have commented that this technology removes their initial reservation to speak out loud to their friends. Students are left feeling proud of a professional looking product.
As a minimum, communication skills should be explicitly signposted to students within a 6 lesson cycle. This mirrors the feedback policy5 for the ease of the teacher and is seen as a minimum standard. Staff would likely mention a focus verbally more often in class. For example, “we will now be honing your speaking and listening skills.” In terms of this requirement it should be clear to the
student, parent, and teacher that a particular communication strand has been the focus. Feedback should reflect this and identify areas for improvement using the communication assessment grid3. At this point subject specific skills/knowledge will be secondary to the communication skill. This aspect of the requirement will be formally checked through learning walks, work scrutiny and lesson observations.
This is likely to include the successful comprehension of command words6. Instructions given by the exam board will be described as ‘command words’ to allow for continuity across subjects that reduces confusion amongst students. The descriptors to be used in all subjects are included in the resources section of this policy. It is envisaged that curriculums will add their own subject based examples.
Some generic methods that support a communication strand have been successfully trialled within the communication learning community7. These are shared by a communication review (on yellow paper) every few months. A copy of 2014-15 reviews is included in the resources. The sharing of these methods and the templates they use can be found using the teaching and learning directory on the Kingsmead intranet.
2. Communication appears as an agenda item in each curriculum meeting.
The importance of communication within the school should be clearly acknowledged through the time given to discuss it. By sharing strategies regularly, staff actively engage with the principle that communication will beneficially impact on student progress.
As Geoff Barton highlighted in his blog, “any literacy meeting should be rooted in practical discussions – for example, looking at samples of pupils’ work. Bring two pieces of pupils’ writing with you, two pieces that surprised you.” http://www.geoffbarton.co.uk/files/english/literacy_at_ks3.htm)
This would not necessarily mean passing all minutes on, however the section on communication could be copied and emailed to the member of staff with responsibility for communication. Alternatively an email or note indicating what was discussed and the actions from this could be shared. By being centrally collated, common themes can be identified and good practise shared. The member of staff responsible for communication will be required to ensure that this information is collected following meetings.
3. Learning objectives indicate a communication strand when skills are a focus and the up to date communication skills poster is displayed.
It is only by regular reference across subjects that communication strands will be known by students. Current promotion of literacy has shown that students’ experiences vary depending on the staff and tutors they have. Therefore, it is expected that all staff highlight in their objectives at the start of their lesson which communication strand2 will be the focus, why and how they will achieve this. Students are then left fully aware and able to engage in the lesson content knowing how they will be
assessed. For communication to be transferable, it needs to be signposted as a skill that can be used in other subjects. This has been seen in skills lessons where students have demonstrated they can collectively refer to the Kingsmead learning cycle8 if its initial introduction is then reinforced in a number of different lessons. We are trying to break the old adage that ‘why are we learning English in subject X.’ (Year 9 student)
The skills poster9 supports students with basic skills. To enable students and staff to widely use and refer to these, the posters should be stuck next to the interactive wipe board in each classroom. The posters change to avoid them being just ‘another’ poster on the wall. Help is given on how to work out a difficult spelling, reminding them of key grammatical approaches as well as when (and when not) to use different punctuation.
4. Students are challenged to expand their vocabulary. To ensure the continuity of language, all subjects refer to their ‘expert’ words.
One of the observations that the communication learning community and student forums have made is the need to increase students’ vocabulary. This adds an element of ‘interestingness’ (Barton) to a student’s writing or speaking. Indeed, a more extensive vocabulary is expected of students aiming for the highest grades. Therefore, subjects should aim to challenge students in discussions to use a wide range of words. This should include signposting expert words for the specific subject. For example, History will refer to their expert words and the need for students to think like an historian. Science teachers would refer to scientific expert words and the need for students to think like a scientist.
5. The Word of the Week (WOW) is displayed in all classrooms. Students are encouraged to include this in their writing for a house point.
Challenge is a key aspect of teaching at Kingsmead. To recognise this and to set the stall early in the lesson, a challenge to include the Word of the Week within students’ writing will, over time, expand their vocabulary. Staff will aim to reward students if they use the Word of the Week, in context within their writing. Students will circle the word when they have used it and write ‘WOW’ by it as well as how it has helped them to communicate their point more effectively than other synonyms. This aids staff when they are marking the work to notice the word has been used and comment on it. The house point would be issued for the correct usage of the word. Students may use the word more than once in one subject within the week. In this case staff should limit the reward to one house point per student. Initially the Word of the Week will be the same across subjects, however over time, this may be added to by subject specific expert words.
6. A wide range of writing aids are used regularly with classes to help organise extended writing.
Students who have been given the opportunity to regularly use communication mats, sentence starters, keyword banks and paragraphing tools perform better in their exams. Too often students struggle to ‘get their ideas down on paper.’ Modelling how to construct answers using appropriate connectives and vocabulary helps students scaffold their writing. Through regular emersion students are increasingly able to independently tackle the longer answer questions, achieving the ambitious SPaG10 requirements of the new examination criteria.
7. Promote reading wherever possible. One piece of homework per unit should be focussed on using reading skills. Opportunities should be given in class to read for pleasure when possible.
Reading will improve literacy in all strands. “Reading is an exercise of the mind.” (Carson, 1992) The opportunity to read should be encouraged and rewarded. Key grammatical rules and a good working vocabulary can all be supported by reading for pleasure (Clark and Rumbold, 2006). It is envisaged that a whole school approach promotes this principle which can then be seen replicated in subject areas.
Subject areas could support this by having a book bank in their classrooms for students to use or references made to reading books in the scheme for learning. Another approach successfully used in a number of lessons observed and from the communication learning community is reading out loud. The pop corn game explained in the additional notes with this policy is popular with Kingsmead students who understand the rules and appear to enjoy the game.
Tutor time should be used to help support reading through a range of activities accessible from the shared teacher drive. This involves activities like the communication challenge tasks revolving around SPaG, Literacy podcasts, Jackanory and spelling tests. Each week a book of the week is shared with students as part of a house based competition. Equally ‘caught reading’ cards11 are issued by Literacy Champions12 who spot students reading for pleasure around the school.
Regular library initiated activities promote reading and communication skills more generally. These include buying in authors to provide workshops, supporting National literacy days such as World Book Day and running the Youth Teenage Fiction club. The Big Read gives away reading books each year, in bulk, to students to ignite their interest in fiction. This initiative aims to address the fact that, “3.8 million children in the UK don’t own a book.” (2004, NLT) Tutors and staff should help in student engagement with these.
Accelerated Reader13 will be launched every year to new Year 7 students and is continued across KS3.
8. Classrooms have a whole display dedicated to modelling good communication.
With the best practitioners, it is clear that displays are actively used to model good practise. Communication should be no exception. The skills of communication run through every subject and should be reflected in the classroom and used as a reference point. Good practise currently seen include examples of annotated student’s work, interactive word displays, connective mobiles and marking criteria for speaking activities.
Although this requirement refers to classrooms, corridors and school displays will also be used in a similar way. A number of boards are dedicated to the different communication strands to promote the wider skills students are learning. Equally, the nifty 5014 are commonly misspelt key words scattered around the school site. They act as a reference point for students when attempting the spellings themselves. They have also been successfully used within an orienteering-style activity in tutor time and as an independent treasure hunt task using student planners.
Equally the website provides an opportunity to model good communication with students. A self-help book and advice to support reading are provided as links from the main website. Subjects may well decide to do a similar thing to help break down how to answer exam questions.
9. The assessment statements and time given for SPaG10 corrections allow for strand feedback.
To have a universal means of assessing communication skills means less ambiguity or even contradiction of advice from different subjects. The cumulative effect of using the same agreed improvement points increases the chance that progress can be made.
References to spelling corrections or comments about grammar are shown using the feedback stickers. The ‘L’ sticker is used for the SPaG elements of feedback.
To help to determine whether a student is making suitable progress in their communication skills during the year, a column will be provided in the progress check. This will allow staff to feedback to the students and parents. Additional information will be provided through the website and partnership evenings to enable parents to support improvement.
To support the feedback policy5, some template stickers are provided in the resources section of this report. These provide targets pre-populated based on current attainment. A particularly successful method used in a couple of departments revolves around re-doing a piece of extended writing following feedback to show students themselves the progress they are making.
The use of Chroma-key room4 also allows students to self and/or peer-assess using the assessment grid. This allows them to better understand how to improve their own ability.
During the time given to students to respond to written feedback, students should also have time to make SPaG corrections10. These would be flagged within their work. Additional support for the teacher can be sought from Literacy Champions in KS312. These have been trained on key SPaG10 and have a literacy resource they can use with students who are struggling.
Reference to the Nifty-5014 around the school may help reinforce key ‘difficult to spell’ words.
Reference points 1 Schemes for learning Previously known as schemes of work. These are an outline for
the programme of study for staff to plan lessons for students. 2 The 3 communication strands Communication is split into 3 strands that can be focussed on
separately to some degree: reading, speaking and listening and writing.
3 (Communication) assessment grid
The standardised method for assessing the 3 communication strands. This outlines measurable skills students and staff can identify using the new school levels of: emerging, developing, secure, mastery.
4 Chroma-key room Otherwise known as green screen technology, a computer room that can be booked out with a technician to make videos and presentations.
5 Feedback policy The school policy to allow students time to respond to staff marking every 6 weeks. (Please see separate policy)
6 Command words Instructional verbs used by examiners that inform students what they have to do. For example ‘explain’ means to give reasons and examples for why something happens or has happened.
7 Communication learning community
A group of staff who meet regularly to share effective ways to support communication, across a wide range of subjects, at Kingsmead. This is fed back through a review every few months and can feed into curriculum meetings to generate discussion.
8 Kingsmead learning cycle The lesson format regularly taught to students: connect, initiate, activate and evaluate.
9 Skills poster Previously called ‘literacy focus sheets.’ Continue giving helpful tips on how to improve SPaG.
10 SPaG Spelling, Punctuation and Grammar. 11 Caught reading cards Cards that count for a house point. These post cards are given to
students caught reading in and around the school site. Literacy champions have these to hand out.
12 Literacy Champions Students trained and able to help other students with their literacy. Identified on SIMS and with a literacy champion badge. These students also help with communication events more generally in the school and give caught reading cards out. There are also staff literacy champions who belong to the communication learning community.
13 Accelerated Reader A reading programme that provide incremental challenge to students to raise their reading level. Star tests are conducted when students finish books and these feed in to determine a reading score. The library and English department work to help support this scheme that can feed into lessons and/or tutor time. Year 7 and 8 students should all have an Accelerated Reader book on them.
14 Nifty 50 50 key words commonly misspelt. They often include double consonants and are widely regarded by staff as well as students as being problematic. These words are placed strategically around the school, some in unusual places.
Monitoring and reporting
The communication policy should be evident throughout the school. To monitor its use and report the findings of this, the communication policy will be part of the wider KS3/KS4/KS5 learning focus weeks. Placed throughout the year, these weeks provide a lot of information about the progress of students and delivery of learning across the key stage. The assessment of communication provision can be made here. This will consist of work scrutiny, schemes for learning, lesson observations and student interviews.
Curriculum and Subject meetings should all have a Communication item and these will be collected after each meeting. The information from this will be used to inform staff training and CPD.
Alongside this, student forums will run every month to assess the delivery of the policy and to identify any areas or aspects of the policy that are not being met.
Progress check data and the twice annual SPaG tests will also assess progress against national standards.
A new column in the progress check will help identify the communication skills of all students and are reported three times a year.
Success criteria
The success criteria by which any monitoring will be judged are:
Ø A focus on communication is evident in lesson observations and learning walks where appropriate.
Ø Schemes for learning have a communication focus – common activities highlighted. Ø Communication skills and vocabulary in students’ and staff planners. Ø Effective use of literacy champions in class determined from student forums. Ø Training to support the 3 key aspects of communication throughout the year. Ø A school-wide improvement of SPaG skills (increase SPaG skills to above the national standard). Ø A school-wide improvement of reading ages (Student reading age equal to or above expected in
70% of students). Ø A shared and common set of command words referred to in lessons. Ø Progress checks reflect the whole school focus on communication (students graded 3 increase
beyond a threshold level following baseline tests).
Proformas and resources
1. A one page summary of the communication policy (required) 2. Communication assessment grid (required) 3. Communication assessment feedback stickers template (an optional tool) 4. Command words (required) 5. Nifty 50 key words (reference) 6. Strategies to support the 3 strands to help provide a communication focus in schemes of work
(reference) 7. Teaching and learning database: generic ideas and template to support communication skills
(reference) 8. Literacy reviews from 2014-15 (reference) 9. Supporting writing difficulties – A practical guide from CALL Scotland (www.optimus-
education.com) (reference)
Communication Policy
Reading Speaking
& Listening
Writing
1.
3. 4. 5.
6. 7. 8. 9.
2. Schemes of work highlight a communication strand focus for a range of activities. All 3 strands are included within a unit. A piece of work every 6 lessons has an explicit communication skills focus.
Communication appears as an item in each curriculum meeting.
Learning objectives indicate a communication strand when skills are a focus and the up to date communication skills poster is displayed.
Students are challenged to expand their vocabulary. To ensure the continuity of language, all subjects should refer to their ‘expert’ words.
The Word of the Week (WOW) is displayed in all classrooms. Students are encouraged to include this in their writing for a house point.
A wide range of writing aids are used regularly with classes to help organise extended writing.
Promote reading wherever possible. One piece of homework per unit should be focussed on using reading skills. Opportunities should be given in class to read for pleasure when possible.
Classrooms have a whole display dedicated to modelling good communication.
The assessment statements and time given for SPaG corrections should allow for strand feedback.
Communication Assessment Grid (v1.0)
Performance Communication strands Reading Speaking & Listening Writing
Emerging
I can identify key points I use only a limited number of fillers and hesitations I spell most common words correctly
I can support my thoughts with evidence I respond fully to prompts I can organise ideas by clustering related points together
I can start to make opinions based on evidence I respond fully to questions My ideas are organised simply, with a fitting opening and closing
I use topic sentences to introduce ideas I can use some connectives and the appropriate use of tense
Developing
I can describe key points from the text using evidence I can highlight important words I have developed my spelling – errors may include
phonetically plausible spelling and double consonants
I can support my comments with quotes I can speak for at least 3 minutes I can structure by writing so that the text is supported by clear links between paragraphs
I can explain the meaning across a range of texts I speak fluently, without hesitation I can use a range of devices to support cohesion within paragraphs/sections
I can get responses from the listener I can use a variety of sentence lengths, structure and connectives as appropriate
Secure
I can analyse information effectively form different sources I use intonation in my voice I can show correct spelling throughout my work. Errors
due to ambitious or complex words
I can analyse text with a range of meanings I can speak on equal terms with the listener I can use a range of features to generate a reaction from the reader
I can explain the meaning in text using appropriate terms I can speak with enthusiasm I can use a range of sentence features to emphasise
meaning
I can deal with changes to the conversation I can use a full range of punctuation with consistent accuracy and only a few errors
Mastery
I can evaluate with precision e.g. close reference to refute an argument I can speak eloquently My spelling is almost faultless – includes the use of
ambitious or complex words I can add knowledge from other sources to clinch an argument
I can use or analyse the use of devices (e.g. irony, sarcasm, humour)
I use a variety of more advanced punctuation such as semi-colons correctly
I can explore the meaning, connections and evidence in detail I can respond confidently to unprepared questions I can use a range of levels of formality fit for purpose
with a range of stylistic devices I can successfully use specific and advanced terminology
I can draw out points of interest in conversation and respond I use a range of punctuation with few if any errors
* Current performance is assessed using the criteria listed above. It is fully expected a student may show traits of a number of performance indicators, so a best fit approach is advised.
WWW EBI
Speaking & Listening grade: Emerging
What were the important words?
How can you ensure you speak for 3 minutes?
What causes hesitation? How can we avoid it?
How can you get responses from the listener?
Speaking & Listening grade: Developing
Intonation is varying the pitch in your voice. Why is this useful when you are speaking?
How can you involve the listener in what you talk about?
Why is enthusiasm important when you speak?
How can you manage changes in the conversation?
WWW EBI
Command Words
Word Meaning Name… Give…
Recall a simple piece of information e.g.
State… Similar to ‘name…’ or ‘give…’ except often used to ask for more information e.g.
Give a reason… Asking ‘why’ something happens. Require a single answer. e.g.
Label… Show information on a diagram or graph e.g.
Draw… Used to ask you to ‘draw’ a diagram, table, picture or graph e.g.
Plot… Ask you to put data from a table or written information into a graph. e.g.
Estimate… Usually to read information from a graph, although might involve a calculation as well e.g.
Calculate… You need to show working and give your answer as a number e.g.
Complete… Can be used to fill in gaps in sentences. Alternatively used to fill in a table with information. e.g.
Describe… Say what you see or know. Often more than one mark, so make the number of points equal the number of marks given. e.g.
Suggest… Apply your knowledge to a new situation. e.g.
Explain… Say how or why something happens. e.g.
Compare… Your answer should give similarities and differences between the things being compared. e.g.
Discuss… Similar to a ‘compare’ question, except that a ‘discuss’ question requires you to explain some of the factors that you have compared or make a conclusion. e.g.
Evaluate… Take ideas or evidence and use it to make a judgement or justify your answer. You are often required to look at a number of different views to help come up with your own opinion. e.g.
(We will most likely give an example for each one from each subject)
TOP TIPS FOR TEACHING READING AFS
ASSESSMENT FOCUS TEACHING TIPS
AF1 use a range of strategies, including accurate decoding of text, to read for meaning;
§ Types of reading: A. Skimming – when you need only a general idea of what the
text is about and whether it is going to be useful. Run your eyes quickly over the text. Look at headlines, headings, subheadings, titles, the opening lines of paragraphs and words that signal a new point is being made.
B. Scanning – when you want to find a specific piece of information quickly. Glance quickly down the text for key words. Run a finger down the middle of the page as you read to focus your eyes and keep them moving.
C. Close reading – when you need to explore the details in the text. Read all the words in a short section. Read and reread difficult sections, revising your interpretations each time. Use text marking to identify key points and paraphrase what the writer is saying.
D. Continuous reading – when reading for pleasure or to understand a full account of something. Read all the words, but you might be able to read some sections very quickly. Others might need a slower pace to let you take in all of the ideas.
§ Reading Strategies: A. See images – visualize what the writer is describing. What
pictures can you see of the characters, the settings and the action?
B. Hear a reading voice – as you read, think about whose voices you are hearing and how it changes. Think about how the central characters sound and the sound effects of all the action. What can you hear while you read?
C. Establish a relationship with the narrator – think about the narrator – the person telling you the information in the text. Identify who the narrator is. Do you like her/him? What would you say to him/her if she/he were in the room?
D. Establish a relationship with the writer – can you hear the writer’s voice? Is the author hiding behind a narrator or character or speaking directly to the reader? What do you think the writer is trying to say to you?
E. Predict what will happen – use what you know about a text to suggest what you think will happen next. Can you explain why? What evidence have you got?
F. Relate ideas in text to own experience – does this remind you of anything you have done in your life or anything you have seen or heard about? How does this make you feel about the events in the text?
§ Reading Strategies Card Sort activity.
ASSESSMENT FOCUS TEACHING TIPS AF2 understand, describe,
select and retrieve information, events or ideas from texts and use quotation and reference to text;
§ Quotation quests – find quotations to support a view, opinion, statement.
§ PEEL paragraphs.
§ Comprehension questions.
§ Scan the text for the correct information. Present these as a series of bullet points using your own words.
§ Close read the text for specific answers.
§ Write down 3 bullet points that summarise what the text is about.
§ Skim a text for no more than 20 seconds. Which bits of the text caught your attention? Make a list. Now close read.
§ In pairs, close read a text. From each paragraph/section, identify one sentence that makes the main point.
§ Skim read the text. Why do you think the writer uses this title?
§ Highlight the facts and opinions in a text in different colours. What does this tell you about the text?
§ Reduce the text to five sentences, then five words and then one word.
§ Sequence a list of points from the most important to the least.
§ Restructure key information into a different format e.g. spider diagram, bullet points, time line, flow diagram.
§ Reread the 2/3 texts. Make a list if the similarities and differences between the texts.
§ Close read the extract. Ask yourself which you think are the most important pieces of advice and record these in a table.
§ Read a description of a place. Visualise the information by drawing a rough map of the place, annotating it with the details given. Read backwards and forwards in the text to check you are linking up the places correctly.
ASSESSMENT FOCUS TEACHING TIPS
AF3 deduce, infer or interpret information, events or ideas from texts;
§ Infer – look for what is implied (suggested) rather than what is explicit (stated/obvious). Read between the lines to find the meaning. Look at the words and how they are organised in order to see the writers’ different meanings.
§ Deduce - be a detective. Use evidence in the text to work out what is meant. You might have to fill in gaps and make links between ideas.
§ Give students statements related to a text. They must infer to decide if they are:
a) literally true (the writer actually states them) b) inferentially true ( the writer doesn’t state
them but the reader can work out from the text that they are true)
c) incorrect (there is no evidence to back up the statements from the text)
§ Create a table; in one column include Information from the text and the other What it tells us about the writer.
§ Close read a text and try and empathise with a central character. (Empathy – imagine you are in the same situation as the characters or people. What would you do? How would you feel?
§ What impression do you get of the writer from the text? Support your answers with close reference to the text.
§ Close read the text. Who does the writer sympathise with? How do we know this? Read the text forwards and backwards finding examples from the text. Remember you will need to infer.
§ Skim read advertisement(s) to get a general idea of what they are about. Speculate about:
o the type of magazine/publication they come from
o who would read this magazine/publication
ASSESSMENT FOCUS TEACHING TIPS AF4 identify and comment
on the structure and organization of texts, including grammatical and presentational features at text level;
§ Read the text closely. Divide it into sections and give each section/paragraph a subtitle or key word.
§ Scan the text and pick out 6 features that make it clear that it is a non-fiction text (layout, heading, language, other features).
§ Skim the text and identify any features of the layout which the writer uses to emphasise certain points (e.g. bold type, bullet points, etc.)
§ Pick out imperative verbs in a text.
§ How is the information organized in the text? Think about the writer’s purpose and audience and in your answer comment on the following:
o layout and design o use of images o the different types of information presented
§ Scan the text and trace the moments of tension. Draw an ‘emotion’ of ‘tension’ graph for the events of the text. On the vertical axis add quotations that show the events and on the horizontal axis add quotations that show the tension in the central character(s).
§ Draw a graph to show the narrative structure of a text and the changing levels of humour, tension and drama.
§ Produce a narrative map/flow diagram of events/ideas in a text.
§ Log the structure onto a grid e.g. point/evidence grid, cause/effect grid, argument/counter-argument.
§ Look at an example of an advice leaflet. Focus on how the information has been presented to the reader e.g. boxes, fonts, colours, etc. How useful would this leaflet be? In what ways could it be more helpful?
§ Close read the text. How is the whole text structured? How are links made between paragraphs? How are links made within paragraphs?
ASSESSMENT FOCUS TEACHING TIPS AF5 explain and comment
on writers’ uses of language, including grammatical and literary features at word and sentence level;
§ Read the text and try to hear a reading voice and think about the following features:
o the use of pronouns o the type of punctuation used o the ‘voice’ of the writer o the type of advice given.
§ For each feature, pick out an example from the text and then explain what effect it has on the reader.
§ Find examples of each of the following techniques and explain its effect: o onomatopoeia o simile o personification o metaphor
§ Scan the text and pick out words or phrases which suggest who is the writer and the audience e.g. a science reporter.
§ Pick out the techniques the writer uses to persuade you e.g. the opening statement, use of pronouns - ‘we’ and ‘us’, use of rhetorical questions or exclamation marks, use of repetition, use of verbs, use of metaphorical language, etc.
§ Scan the text and find three examples of emotive language and comment on why the writer has used them.
§ Close read the text. The narrative voice is humorous. Pick out examples of the following types of humour:
o irony o self deprecation o exaggeration o rhetorical devices
§ How does the writer achieve an informal tone? Consider the use of the following:
o colloquialisms o asides o use of parenthesis o punctuation
§ Highlight the key language features in the text e.g.
adjectives in a persuasive leaflet, emotive language in a charity appeal, imperatives in a recipe.
ASSESSMENT FOCUS TEACHING TIPS AF6 identify and comment
on writers’ purposes and viewpoints and the overall effect of the text on the reader;
§ What feelings does the writer want you to have about the characters and events in a text? Reread the text and note down your feelings about the events? Try to explain why you felt that way.
§ Reread the text. Note down your feelings during the reading and try and explain why you felt that way.
§ Close read the text. What evidence does the writer use to support his argument/view? How convincing do you find his arguments/views? Make judgements and support your answer with a clear explanation and references to the text.
§ The text is written in the first/third person. What is the effect of this on the reader? Support your answer with examples form the text.
§ Write a PEE paragraph to explain the writer’s viewpoint in a text you have read.
§ Ask questions of a text. What effect do the ideas/arguments/views have on the reader? Why do you think the writer has used them?
§ Write a list of questions that can be asked of the writer in order to find out about the writer’s feelings, views and attitudes. Speculate what his/her responses will be.
§ Close read the article. Establish a relationship with the writer. What clues are there in the text about the writer’s attitude to the subject/person he is writing about. You should consider the:
o the language the writer uses to describe the person/subject
ASSESSMENT FOCUS TEACHING TIPS AF7 relate texts to their
social, cultural and historical contexts and literary tradition.
§ Close read the text. With a partner, create a list of things from the text that are different from nowadays. Has anything not changed? Why?
§ Skim read the text and find examples of words from earlier times/other countries. Read backwards and forwards to help you understand what they mean.
§ What comment on the society in which they lived is the writer making in this text? Support your view with evidence from the text.
§ Pick out the words and phrases that tell you that the text is written about a different country or culture. What do these words mean? Try to work out the meaning by looking at the rest of the text or use a dictionary to help you.
§ When you have read a text written in the past look closely at the sentence structure. How are they different to modern writing? Support your answer with evidence from the text.
§ Read a text written in the past e.g. Dickens or Shakespeare. Rewrite a section of the text using modern vocabulary and style.
§ When you have read the text produce a chart to record how the language has changed or is different. Head one column Word from text and the other Modern Meaning/Translation.
§ Investigate how different cultures/countries may use different spellings or grammar by reading examples of texts and highlighting the differences.
N.B. AF 1 and 7 are not assessed on the Reading Paper.
Reading Speaking & Listening Writing
Literacy Review “Planning for Literacy” No.1
Home and Away What do you do? Students have to read and understand information, summarising each paragraph in just 3 words (they can use as many symbols as they like). Students then teach someone else the information using their notes.
Why does it work? Students have to read the information more than once. They also have to think about every word they use in their notes. You can differentiate this task easily by making a double sided sheet of information. Pair the students up and have one working with the more difficult information (the away side), and one the easier (the home side.)
Prep time? Simply type out the information or use a text book and do nothing!
For further information See SCO
Wacky Races What do you do? Set the students up into teams. Each team have 6 questions to answer which are stuck on the board. One member of each team collects the top card from their set of questions. The whole group discuss the answer using support material (eg. text book). The teacher checks the answer which is recorded in the exercise books before the next question is collected. The first team to answer all 6 wins.
Why does it work? It is competitive and engages boys in reading. The questions can be differentiated easily. Mixing up the questions makes it more of a contest.
Prep time? Quite a lot to make the questions and then stick them up on the board.
For further information See SCO
Stepping Stones What do you do? Give students keywords that help answer a question or explain a process. A set of keywords for each group. These are put on the floor and students physically walk from one to the next verbally explaining their thoughts.
Why does it work? You can give one member of the group a help sheet so students can ask for help when they need it. It’s active and helps share ideas before they are written down.
Prep time? Nothing, only the keywords printed on paper or get the students to write them.
For further information See SCO – works with classes that are responsive and more able.
Post-it planning What do you do? Ask students to find keywords. These keywords are then used to help structure a written answer. This forms a writing frame for pupils they make themselves.
Why does it work? It is quick, it has a novelty to it. It gives students a starting point and allows them to change their mind. It shows how planning makes better answers. Students discuss and talk with each other and given a start.
Prep time? Nothing, just some small post-its.
For further information See SCO
King of Answers What do you do? Give students 3 answers to a key question. Students are asked to look at the answers, potentially marking them. As groups/or a class, discuss what are the best parts in each answer. Students then write the ‘best’ answer using the best bits of each.
Why does it work? It really supports the less able. They can see what makes good answers. It helps when they write their own by giving them a starting point.
Prep time? A fair amount as you write your own answers for the question. This is less if you save previous mock answers from students.
For further information See SCO
Justify What do you do? Give students 3 statements. They have to justify the point and give any evidence they can. You can make it more interesting by asking students to read the statements and give the class the chance to quiz them on it.
Why does it work? It simulates what is asked of in some exam questions. It is writing for a purpose.
Prep time? Nothing, just some statements – easily found from the syllabus.
For further information See SCO
A common language for literacy # 1: Try simply signposting the literacy you do. E.g. “In this task we are going to build on your speaking & listening skills.”
Reading Speaking & Listening Writing
Literacy Review “Planning for Literacy” No.2
Proof reading What do you do? Take an answer (or essay) that has already been completed by yourself or a student. This ‘model’ is then marked by the students.
Why does it work? Students examine the text and mark the work. This is particularly effective when the students get to see and use the mark scheme.
Prep time? Use previous examples from the students, exam boards or PiXL. Once the model has been made, they can be re-used.
For further information See Linda Wilcox
Reading out loud - Popcorn What do you do? Students read a section of the text out loud. When they feel they have had enough they say, ‘popcorn,’ and name the next student to read.
Why does it work? This task promotes reading out loud as a class. It can be done in small groups with the teacher circulating. This allow for more students to be involved. It works because it helps students to recognise the importance of reading.
Prep time? None
For further information See Leanne Bayley
Erm and Squirm What do you do? Students in pairs, or small groups, are asked to speak for a minute without using erm, er or squirming.
Why does it work? Students can have a little prep time to consider keywords. Students then check their understanding verbally with their friends. This promotes the effective planning of extended writing. When students are finally asked to write they are more confident.
Prep time? None
For further information See Nicola Harding
Using different sources What do you do? Use a poem, film, song or book excerpt to introduce a topic. Students examine and look at what opinion is being presented and how.
Why does it work? Students are engaged through content they relate to. This models the use of different evidence sources in exams.
Prep time? Very little
For further information See Sarah Reid
Building blocks What do you do? Give the students key words on cards. Students have to arrange these into an order of their choice. They will start to verbally link them together. Having experimented and supported each other, they then write their response.
Why does it work? This particularly helps boys who struggle to start with a piece of writing. It allows them to plan before extended writing. Again, the use of keywords is promoted.
Prep time? Once you have made the cards they can be re-used. You could make this quicker using post it notes rather than laminate cards.
For further information See Matt Russell
Zondle quiz What do you do? Search and sign up your class to this free resource.
Why does it work? Students love it! This tool particularly highlights command words and promotes good active revision. Keywords are promoted strongly which is reflected in the exam mark schemes.
Prep time? Once set up this is quite a quick activity and students make it themselves.
For further information See Nadia Thomas
A common language for literacy # 2: Literacy is only seen as important by students if we make it important. Feel free to share with students if we as adults find it difficult. Highlight spelling in feedback and use the skills posters in class.
Lite
racy
revi
ew –
Th
e lit
erac
y le
arni
ng c
omm
unity
met
last
wee
k.
We
disc
usse
d st
rate
gies
that
wou
ld su
ppor
t lit
erac
y in
the
clas
s roo
m.
On
the
othe
r sid
e of
th
is sh
eet a
re ju
st a
few
idea
s sha
red.
If
you
wou
ld li
ke to
join
us n
ext t
ime
we
will
be
mee
ting
Wed
nesd
ay 1
5th O
ctob
er 3
.00
– 3.
30pm
. Th
e nu
mbe
r of l
itera
cy sk
ills A
3 po
ster
s up
is br
illia
nt.
Plea
se u
se th
em w
ith st
uden
ts w
hen
they
are
nee
ded
and
durin
g re
spon
se ti
me.
If
you
have
n’t g
ot a
yel
low
A3
skill
s pos
ter u
p pl
ease
do
so.
Spar
es a
re in
the
offic
e or
see
SCO
. Ch
ecks
will
be
mad
e to
war
ds th
e en
d of
the
wee
k.
Reading Speaking & Listening Writing
Literacy Review “Planning for Literacy” No.3
A common language for literacy # 3: We all need to highlight the importance of being specific in answers. Students should start sentences clearly identifying what they are talking about. For example sentences shouldn’t generally start with ‘it’ or ‘they.’
Connective pyramid
Lite
racy
revi
ew –
Th
e lit
erac
y le
arni
ng c
omm
unity
rece
ntly
met
. W
e di
scus
sed
stra
tegi
es th
at w
ould
supp
ort
liter
acy
in th
e cl
ass r
oom
. W
e fo
cuse
d on
just
on
e im
port
ant s
trat
egy.
VC
OP
is us
ed in
prim
ary
scho
ols.
Stu
dent
s sh
ould
reco
gnise
it.
Refe
r to
it in
you
r les
sons
to
impr
ove
the
qual
ity o
f the
writ
ing.
La
ngua
ges a
lread
y us
e VC
OT
(the
sam
e as
VCO
P ex
cept
‘T’ f
or ‘T
ense
’) If
you
wou
ld li
ke to
join
us n
ext t
ime
we
will
be
mee
ting
Wed
nesd
ay 1
2th N
ovem
ber 3
.00
– 3.
30pm
. A
new
yel
low
SPA
G sh
eet w
ill b
e ci
rcul
ated
so
on.
The
aim
is to
hel
p gi
ve a
dvic
e fo
r sta
ff an
d st
uden
ts o
n ho
w to
impr
ove
thei
r SPA
G.
Reading Speaking & Listening Writing
Literacy Review “Planning for Literacy” No.4
Quick on the draw What do you do?
Take information (text book) you want students to comprehend. Students are in groups. One person from the group collects question 1 and the group attempt it. Once this is answered and all students have it correct and checked, they collect the next question.
Why does it work? The first team to correctly answer all questions wins! Students only move to the next question if their SPAG is correct – highlighting it’s importance. The questions can be differentiated by either being more difficult as you go through or by having 2 sets of questions . The more able would then have more open, exam style long answer questions.
Prep time? Only in designing the questions and cutting them out into cards.
For further information See Leanne Bayley
Paragraph chunking What do you do? Students read paragraphs of information on a worksheet. They summarise this in two sentences. The follow up is the important part, where another student reads their sentences and correct it or alters it if necessary.
Why does it work? This promotes reading back through your answers. It also ensures students actively read the information, underlining key information.
Prep time? None – just a photocopy of text.
For further information See Simon Cope
True and false What do you do? Students are read information and rather than being passive have to listen for the information that relates to the statements they have in front of them.
Why does it work? Students familiarise themselves with the statements first. If they are in groups of 5 this is easier. They can be made more difficult for the more able and yet still have the same basic information given. You ensure a much greater number of students listening to a teacher led discussion.
Prep time? Just the statements. It is better to put these on a sheet.
For further information See Nicola Harding
Code breakers What do you do? Provide a code that has letters missing or words missing. Students find this information in the text.
Why does it work? Students need to understand the text as the word may not be in the text but gives a clue as to what the letter maybe. Students are engaged by the discussion involved and then a key passage of information is remember rather than simply written down and not discussed.
Prep time? A little time to work out the code, however nothing in terms of delivery.
For further information See Jodie Welch
PEE strips What do you do? To support the PEE idea, students get given laminated strips with P,E,E on. They then have to connect them up, sequence them and use this as a plan for their writing.
Why does it work? Helps students realise the importance of planning. Can be differentiated by typing in the information or leaving them as blank and purely a planning tool.
Prep time? The original template takes no time and then can be used for future sessions. See Sarah for a template pre-made.
For further information See Sarah Reid
Annotation frame What do you do? Provide a comprehension piece in the centre of a page. Around the outside include the prompts…the command words. What should they be looking for?
Why does it work? Students love it! This produces a mantra for students when attempting certain styles of questions. They can be differentiated and removed over time. Templates are available from Heather.
Prep time? Very quick. Something different to the traditional (but still very effective) writing frames.
For further information See Heather Hughes
A common language for literacy # 4: Stress why we are doing any task in the lesson referring to the literacy. This is easy and becomes a habit. It highlights what we are already doing: ‘This task will help you with your writing skills…’
Lite
racy
revi
ew –
Com
preh
ensio
n Th
e lit
erac
y le
arni
ng co
mm
unity
met
last
wee
k.
We
disc
usse
d st
rate
gies
that
wou
ld su
ppor
t co
mpr
ehen
sion
in th
e cl
ass r
oom
. O
n th
e ot
her s
ide
of
this
shee
t are
just
a fe
w id
eas s
hare
d.
If yo
u w
ould
like
to jo
in u
s nex
t tim
e w
e w
ill b
e m
eetin
g Tu
esda
y 9th
Dec
embe
r 201
4 3.
00 –
3.3
0pm
. St
uden
ts h
ave
men
tione
d th
at th
ey h
ave
been
su
ppor
ted
with
spel
ling
mor
e in
som
e cl
asse
s and
in
thei
r fee
dbac
k. R
emem
ber t
he S
PAG
shee
ts h
elp
with
th
is.
Belo
w a
re 4
eas
y w
ays t
o he
lp st
uden
ts re
mem
ber
spel
lings
: 1.
Find
the
wor
d in
the
wor
d eg
. The
re is
‘lie
’ in
‘bel
ieve
.’ 2.
Spea
k ou
t the
wor
d eg
. Hes
-it-a
-tio
n.
3.Re
mem
ber a
qui
ck rh
yme/
rule
eg.
Nec
essa
ry –
1
c, 2
s.
4.U
se a
mne
umon
ic.
Reading Speaking & Listening Writing
Literacy Review “Planning for Literacy” No.5
Quick on the draw What do you do?
Take information (text book) you want students to comprehend. Students are in groups. One person from the group collects question 1 and the group attempt it. Once this is answered and all students have it correct and checked, they collect the next question.
Why does it work? The first team to correctly answer all questions wins! Students only move to the next question if their SPAG is correct – highlighting it’s importance. The questions can be differentiated by either being more difficult as you go through or by having 2 sets of questions . The more able would then have more open, exam style long answer questions.
Prep time? Only in designing the questions and cutting them out into cards.
For further information See Leanne Bayley
Paragraph chunking What do you do? Students read paragraphs of information on a worksheet. They summarise this in two sentences. The follow up is the important part, where another student reads their sentences and correct it or alters it if necessary.
Why does it work? This promotes reading back through your answers. It also ensures students actively read the information, underlining key information.
Prep time? None – just a photocopy of text.
For further information See Simon Cope
True and false What do you do? Students are read information and rather than being passive have to listen for the information that relates to the statements they have in front of them.
Why does it work? Students familiarise themselves with the statements first. If they are in groups of 5 this is easier. They can be made more difficult for the more able and yet still have the same basic information given. You ensure a much greater number of students listening to a teacher led discussion.
Prep time? Just the statements. It is better to put these on a sheet.
For further information See Nicola Harding
Code breakers What do you do? Provide a code that has letters missing or words missing. Students find this information in the text.
Why does it work? Students need to understand the text as the word may not be in the text but gives a clue as to what the letter maybe. Students are engaged by the discussion involved and then a key passage of information is remember rather than simply written down and not discussed.
Prep time? A little time to work out the code, however nothing in terms of delivery.
For further information See Jodie Welch
PEE strips What do you do? To support the PEE idea, students get given laminated strips with P,E,E on. They then have to connect them up, sequence them and use this as a plan for their writing.
Why does it work? Helps students realise the importance of planning. Can be differentiated by typing in the information or leaving them as blank and purely a planning tool.
Prep time? The original template takes no time and then can be used for future sessions. See Sarah for a template pre-made.
For further information See Sarah Reid
Annotation frame What do you do? Provide a comprehension piece in the centre of a page. Around the outside include the prompts…the command words. What should they be looking for?
Why does it work? Students love it! This produces a mantra for students when attempting certain styles of questions. They can be differentiated and removed over time. Templates are available from Heather.
Prep time? Very quick. Something different to the traditional (but still very effective) writing frames.
For further information See Heather Hughes
A common language for literacy # 5: Stress why we are doing any task in the lesson referring to the literacy. This is easy and becomes a habit. It highlights what we are already doing: ‘This task will help you with your writing skills…’
Lite
racy
revi
ew –
Mod
ellin
g lit
erac
y sk
ills
The
liter
acy
lear
ning
com
mun
ity m
et la
st w
eek.
W
e di
scus
sed
stra
tegi
es th
at w
ould
supp
ort
com
preh
ensio
n in
the
clas
s roo
m.
On
the
othe
r sid
e of
th
is sh
eet a
re ju
st a
few
idea
s sha
red.
If
you
wou
ld li
ke to
join
us n
ext t
ime
we
will
be
mee
ting
Tues
day
9th D
ecem
ber 2
014
3.00
– 3
.30p
m.
Stud
ents
hav
e m
entio
ned
that
they
hav
e be
en
supp
orte
d w
ith sp
ellin
g m
ore
in so
me
clas
ses a
nd in
th
eir f
eedb
ack.
Rem
embe
r the
SPA
G sh
eets
hel
p w
ith
this.
Be
low
are
4 e
asy
way
s to
help
stud
ents
rem
embe
r sp
ellin
gs:
1.Fi
nd th
e w
ord
in th
e w
ord
eg. T
here
is ‘l
ie’ i
n ‘b
elie
ve.’
2.Sp
eak
out t
he w
ord
eg. H
es-it
-a-t
ion.
3.
Rem
embe
r a q
uick
rhym
e/ru
le e
g. N
eces
sary
– 1
c,
2s.
4.
Use
a m
neum
onic
.
Ø We want to see even more literacy IN lessons. Ø We are already promoting literacy in and around the school to students and staff. Ø We have seen great examples of literacy in a range of subject areas, particularly the highlighting of key words. Ø We want to staff using a range of strategies to support literacy skills in your subject and to deliver subject
content.
Do you… Plan for literacy in your lessons. Use scaffolding and writing frames
regularly Model good answers in class – this could be in lessons and/or a display
Focus: Scaffolding and writing frames
Following recent observations it is clear the best lessons are including some elements of scaffolding and or writing frames.
The literacy learning community recently met and prepared a few ideas you might want to try.
The 5W’s. Provide a worksheet or template for students to complete. They have to refer to the 5W’s connected to the topic or question: What, Where, When, Why, How
Fish bone (+/-) Draw out a fish bone diagram. The bones on the left = for The bones on the right = against This is good for preparing ‘evaluation’ questions
High 5. Students draw around their hand. They then use each digit to plan a different point to make in their answer.
Mind mapping Students visually group and organise ideas together. Students can plan out longer essays this way. Numbering the ideas can act as a ‘running order’ to the essay.
Sentence spider Spider diagram. Put the topic in the middle. Other lines could look at adjectives to use, verbs to use, adverbs to use, where.
Anagrams: scittles Use an anagram to remember the process and give an order to longer question answers. For example analysing in English: Summary, Content, Intent, Themes, Technique, Language, Effects, Structure
Literacy Review
“Planning for Literacy” No.6
‘The Nifty Fifty’
1. Accommodation 2. Address 3. Analysis 4. Argument 5. Beautiful 6. Because 7. Beginning 8. Believe 9. Business 10. Ceiling 11. Conscious 12. Decided 13. Definitely 14. Development 15. Disappear 16. Disappearance 17. Disappoint 18. Disappointed 19. Embarrass 20. Embarrassment 21. Environment 22. Exercise 23. Extremely 24. Friend 25. Fulfil 26. Government 27. Guarantee 28. Happened 29. Immediately 30. Interesting 31. Minute 32. Necessary 33. Neighbour 34. Nervous 35. Occasion 36. Opportunity 37. Persuade 38. Possession 39. Preparation 40. Queue 41. Quiet 42. Quite 43. Receive 44. Separate 45. Sincerely 46. Skilful 47. Surprised 48. Thorough 49. Tomorrow 50. Until
